Ryan Shaun Joazeiro de Baker earned his Ph.D. in Human-Computer Interaction from Carnegie Mellon University, and was a post-doctoral fellow in the Learning Sciences at the University of Nottingham. He earned his Bachelor’s Degree (Sc.B.) in Computer Science from Brown University. Dr. Baker has been Assistant Professor of Psychology and the Learning Sciences at Worcester Polytechnic Institute. He previously served as the first Technical Director of the Pittsburgh Science of Learning Center DataShop, the largest public repository for data on the interaction between learners and educational software. He is currently serving as the founding President of the International Educational Data Mining Society, and as Associate Editor of the Journal of Educational Data Mining. His research combines educational data mining, learning analytics, and quantitative field observation methods in order to better understand how students respond to educational software, and how these responses impact their learning. He studies these issues within intelligent tutors, simulations, and educational games. In recent years, he and his colleagues have developed automated detectors that make inferences in real-time about students' motivation, meta-cognition, affect, and robust learning.

National Science Foundation, Research and Evaluation on Education in Science and Engineering (REESE). Empirical Research: Emerging Research: Using Automated Detectors to Examine the Relationships Between Learner Attributes and Behaviors During Inquiry in Science Microworlds. Gobert, J.G. (PI), Baker, R.S.J.d. (Co-PI).

Baker, R.S.J.d., D'Mello, S.K., Rodrigo, M.M.T., Graesser, A.C. (2010) Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners' Cognitive-Affective States during Interactions with Three Different Computer-Based Learning Environments. International Journal of Human-Computer Studies, 68 (4), 223-241.

Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Roll, I. (2006) Generalizing Detection of Gaming the System Across a Tutoring Curriculum. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 402-411. [Finalist for Best Paper Award]

Baker, R.S., Roll, I., Corbett, A.T., Koedinger, K.R. (2005) Do Performance Goals Lead Students to Game the System? Proceedings of the International Conference on Artificial Intelligence and Education (AIED2005), 57-64. [Finalist for Best Paper Award]